"Even the most remarkable teachers couldn't all meet Pestalozzi's strict demands" / ITech content

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The Molodaya Gvardiya Publishing House is one of the leading Russian publishing houses specializing in the publication of fiction, scientific works, and educational materials. It was founded in 1922 and has since established itself as a reliable source of quality literature. The publishing house actively collaborates with renowned authors and also supports young writers, providing them with the opportunity to publish their works. "Young Guard" pays special attention to current topics and issues of the present day, which makes its books popular among readers of all ages. The publishing house also publishes works that reflect Russia's cultural heritage, which contributes to the popularization of Russian literature both within the country and abroad.

Year of publication: 2023.

Johann Heinrich Pestalozzi, a Swiss educator, was an outstanding humanist and idealist who believed that universal education was the key to creating a just society. Critically evaluating the schools and universities existing in his time, Pestalozzi insisted on the need to develop independent thinking and reveal the natural abilities of students. He perceived children as unique individuals who should be treated with respect and love.

Pestalozzi developed his own pedagogical system, but his attempts to implement it in practice over many years were unsuccessful. Nevertheless, this difficult path eventually led him to the establishment of a boarding school in Yverdon, where he founded a teacher training department. At this school, Pestalozzi implemented his teaching methods and gained international renown as an innovator in pedagogy. His approach to education had a significant influence on the development of educational practices in Europe and remains relevant today.

In his book "Pestalozzi: Educator of Humanity," published by "Young Guard" in 2023, Andrei Maximov examines Pestalozzi's childhood and youth, his path to becoming an educator, as well as his writing, successes, and failures. In this excerpt, the author describes Pestalozzi's strict demands on his colleagues at the Yverdon Institute and his view of well-deserved fame. This text will help us better understand Pestalozzi's approaches to education and pedagogy, as well as his influence on modern education.

In Yverdon, Johann Heinrich Pestalozzi was more demanding of teachers than of students. Children were allowed to make mistakes, while the demands on teachers were significantly stricter. For Pestalozzi, a teacher is a highly qualified specialist whose main task is to demonstrate to the child an interest in the people around him. It is important for the father to act as a role model in the family. Pestalozzi expected this same paternal attitude from his teachers. He expressed this idea clearly: "Faith must be born of faith, not knowledge." Thinking must be born of thinking, not knowledge. Love must be born of love, not knowledge." This approach emphasizes the importance of emotional connection and genuine interaction between teacher and student, which is the foundation of effective learning and the development of a child's personality.

Working in education requires a high level of emotional stability. Cases of teachers losing their temper with their students are not uncommon. Pestalozzi, an emotional and quick-tempered man, forgave such incidents if they were isolated. However, if he noticed a teacher reading from a book during a lesson, he would immediately terminate their collaboration. This approach emphasizes the importance of active interaction between teacher and students, as well as the need for involvement in the learning process.

In the past, the teaching profession attracted people seeking a stable income without significant effort. A striking example is the shoemaker Samuel Guisley, who was our hero's mentor at the Burgdorf school. At first glance, one might expect them to head to Yverdon. However, by that time, Pestalozzi's authority had become so great, and his serious approach to education was so widely known, that only those eager to master the new system and teach according to its methods were willing to work at the institute. Even the most talented teachers were not always able to cope with Pestalozzi's strict demands and the intense pace of school life. Disputes and conflicts arose regularly, and after intense discussions, some teachers left, despite a stable and decent salary. This fact emphasizes that even with good financial compensation, true dedication to the teaching profession requires much more than simply the desire to earn an income.

The educational system proved highly effective, which led to a lack of controversy regarding its implementation. Students, sensing the teachers' interest, responded with a similar enthusiasm for their studies. This created an atmosphere in which alternative teaching methods seemed impractical. Educators sometimes criticized the administration for not paying enough attention to the learning process or for overly formalizing its methods, thereby defending the system itself from its creator. Overall, the system earned recognition and support for its ability to inspire students and improve the quality of education.

In his notes, diaries, and articles, Pestalozzi barely mentions conflicts, suggesting that he didn't attach much importance to them. He possessed a unique trait common to those dedicated to their work: his emotional energy was focused solely on his work. Everything else was unimportant to him. Personal grievances don't arise in those who strive for their goals, and such people simply ignore them.

One of the reasons for the conflicts between teachers and management was the teachers' dissatisfaction with their boss, who paid too much attention to the important guests visiting Yverdon. This caused discontent among colleagues, who believed that the educational institution was turning into a fashionable exhibition attracting influential people. Some of them even insisted that Pestalozzi limit the circle of guests at the Yverdon Institute. However, for Pestalozzi, visits by VIPs were of fundamental importance. He specially allocated a beautifully decorated room in the castle for such meetings and carefully prepared for each visit. Unfortunately, this sometimes led to him neglecting his own lessons in order to meet with noble people and demonstrate life at the Yverdon Institute.

Johann Heinrich Pestalozzi devoted his entire life to attention to himself and his work. He asked himself: "Where is the person who can judge us?" Pestalozzi sought the answer to this question, realizing how important it was for him to receive support and recognition from society. He sought to draw attention to his efforts to protect the most important and sacred interests, which he believed should be supported by others. Pestalozzi emphasized the importance of mutual understanding and cooperation in the pursuit of the common good. His philosophy of education and upbringing was based on respect for the individual and the significance of collective efforts in achieving meaningful goals. A person who has long faced neglect and even contempt will always appreciate praise. Pestalozzi, calling his work "most important and most sacred," sincerely emphasizes the importance of education. He truly considered human education his calling and strived to share his knowledge, expecting recognition and approval in return. For Pestalozzi, the arrival of the best minds of his time in Yverdon was not just a visit, but also a well-deserved reward for his work and dedication. This confirms his right to recognition and respect in the field of education.

Visits of celebrities played an important role in popularizing Pestalozzi's pedagogical system. Visitors to the Yverdon Institute included such influential figures as King Frederick William III of Prussia, King Louis I of Holland, renowned philosophers Robert Owen and Johann Gottlieb Fichte, as well as Baroness Anne Louise Germaine de Staël-Holstein, known as Madame de Staël. Contributions to pedagogy were also made by the German philosopher Johann Friedrich Herbart and Russian educators Fyodor Buslaev, Alexander Obodovsky, and Matvey Timaev. This list goes on, confirming the high status of the educational institution. The visit of such significant figures to the Yverdon Institute underscores its influence and significance in the educational field of that time.

The famous politician Charles-Maurice Talleyrand visited the Yverdon Institute. He quickly recognized the effectiveness of Pestalozzi's system, but he could not grasp the essence of this method. Teachers, including Pestalozzi himself, tried to explain the principles to him, but Talleyrand remained perplexed. Finally, one of the teachers noted that the basis of Pestalozzi's approach was his sincere love for children.

Talleyrand, minister of three governments, stated: "This is obvious. Love and lyricism are important, but what is the system?"

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